The COVID-19 Pandemic as Disjuncture: Lifelong Learning in a Context of Fear

Autor/in	Bjursell, Cecilia
Titel	The COVID-19 Pandemic as Disjuncture: Lifelong Learning in a Context of Fear
Quelle	In: International Review of Education, 66 (2020) 5-6, S.673-689 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bjursell, Cecilia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-020-09863-w
Schlagwörter	COVID-19; Pandemics; Educational Change; Learning Processes; Behavior Change; Reflection; Lifelong Learning; Fear; Interpersonal Relationship; Age Groups + Suchen Sie Ihr Suchwort? Bildungsreform; Learning process; Lernprozess; Life-long learning; Lebenslanges Lernen; Furcht; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Age grop; Altersgruppe
Abstract	The COVID-19 pandemic has caused a number of fundamental changes in different societies, and can therefore be understood as creating "disjuncture" in our lives. "Disjuncture" is a concept proposed by adult educator Peter Jarvis to describe the phenomenon of what happens when an individual is confronted with an experience that conflicts with her/his previous understanding of the world. Faced with a situation that creates disjuncture, the person is compelled to find new knowledge and new ways of doing things; i.e., he/she must embark on a learning process. The recent introduction of "social distancing" as a measure aiming to reduce transmission of the COVID-19 virus has dramatically changed people's behaviour, but this measure does not only have preventive and desirable effects. There is an associated risk for "increased isolation" among the older generations of the population, as well as a "change in intergenerational relationships." Although the current pandemic (as disjuncture) may potentially initiate major learning processes in the human collective, we should remember that disjuncture is often theorised within neutral, or even positive, contexts. In a context of fear, however, learning may result in a narrowing of mindsets and a rejection of collective efforts and solidarity between generations. In terms of the types of learning triggered by the current pandemic (as disjuncture), one problem is "non-reflective learning," which primarily occurs on a behavioural level. We need to recognise this and engage in "reflective learning" if we are to make the choices that will lead to a society that is worth living in for all generations. Our goal must be to learn to be a person in a post-pandemic society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01